Ann Sobrato High School AP Biology Summer Assignment Welcome to AP Biology! I love teaching biology and I truly look forward to teaching you this coming school year! The two main goals of AP Biology are to help you develop a conceptual framework for modern biology and to gain a deeper appreciation of science as a process (as opposed to an accumulation of facts). Because of the rapid pace of discovery in the life sciences our primary emphasis is on developing an understanding of unifying concepts that connect the major topics of biology. The AP Biology Curriculum centers around the four Big Ideas and you will need to not only know these but also understand how they all relate: Big Idea 1: The process of evolution drives the diversity and unity of life. Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes. Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties. *Completion of the summer assignments defined below will be counted as your first homework assignments of the school year. I will examine them for completion and your effort to learn. **Please put this all in your AP Biology three ring (1 ½ or 2 in.) binder. ***Your first exam will cover material from the chemistry review and biology words that incorporate Latin prefixes and suffixes from the portion of the summer assignments defined below: Summer Assignment #1 – get a review/practice workbook (Highly suggested but not mandatory) Purchase a copy of “5 Steps to a 5” or other new AP Bio study/practice guide (Amazon or other book store). It should be the NEWEST addition because the course was redesigned in 2012-2013. AP Biology was designed by a select group of college professors and high school science teachers to be equivalent to an introductory college biology course. Visit the below College Board site to explore what an AP Biology course is like: https://apstudent.collegeboard.org/exploreap?affiliateId=apcentral&bannerId=exploreap1 Summer Assignment #2 – respond to me We will try to engage in collaborative learning often. It is important that you now, as a young adult getting ready to enter college, create a PROFESSIONAL e-mail account. [email protected] may be cool, but not good for your future endeavors in the academic arena or placing on a job application!!! 1 hlr 2014-15 I need a clear, easy to understand e-mail address for you to communicate regarding class assignments. . . don’t have one? . . Create a Gmail account now. It is great for sharing information and documents. Once you have an account, email me to introduce yourself. I’d like to know some of your immediate and long term goals as well as why you decided to take AP Biology. My email is [email protected] and I will be checking it this summer. If you encounter problems with your summer assignment, please contact me through that email as well. Please give me your honest response to the following: Full name Preferred name Other courses you are taking this year What career do you see yourself doing? Top three colleges you are currently considering Extracurricular activities you are involved in this year Greatest strength as a student Greatest weakness as a student As a student, I learn best when my teacher….. As a student, I have the hardest time when my teacher…. The best way to encourage me as a student is… Summer Assignment #3 – essential chemistry review We have a particular challenge in AP Biology. Each year new advances in science are discovered but the length of the school year and when the test occurs stays the same. What does this mean? We are short on time. In order to cover ALL of the material, you are responsible for reviewing the Chemistry section on your own. Here is what you are to do: Your 5 Step book is an amazing resource, if you get it, use it!!! It will definitely help you to review some of the chemistry that you will need! Watch the following two YouTube videos. These are called Crash Courses with Hank Green. Get to know him as we will tune into him quite a bit during the year. These two videos are great chemistry reviews. http://www.youtube.com/watch?v=HVT3Y3_gHGg&list=PL6C159EF1A62143A2&index=11 http://www.youtube.com/watch?v=QnQe0xW_JY4&list=PL6C159EF1A62143A2&index=8 Complete the chemistry worksheets below. As an AP Biology student the expectation is that if you don’t know it, figure it out by using all of your resources. Text chapters 1-5 review many of these concepts. This is a review of basic chemistry – we will not spend any class time on these concepts as they should have been learned in chemistry. Please make sure that you know them and if not, be sure to study through them. Please put this all in your AP Biology three ring (1 ½ or 2 in.) binder. 1. Contrast the term element with compound. a. 2. Know the symbols of the following elements and their respective charge: Carbon 2 hlr 2014-15 b. c. d. e. f. Hydrogen Oxygen Nitrogen Phosphorus Sulfur 3. Label the diagram below and define the terms that you label. a. b. c. d. e. f. g. 4. Contrast the terms atomic mass and atomic number. 5. What is the difference between the terms atomic mass and atomic weight? 6. What is an isotope and what is “special” about radioactive isotopes? 7. What determines interactions between atoms? Why are valence electrons important? 8. Define the following terms: Chemical bond Covalent bond Single bond Double bond Electronegativity Nonpolar covalent bond Polar covalent bond a. b. c. d. e. f. 9. What is the difference between a structural and molecular formula? 10. Know both the molecular and structural formula for the following compounds. Oxygen gas Carbon dioxide Glucose Phosphate Ammonia Water (you would be surprised at how many people missed this!!!) 11. How do ionic bonds compare with covalent bonds? 12. Compare and contrast hydrogen bonds and van der Waals interactions. 3 hlr 2014-15 a. b. c. d. e. f. 13. Define a dynamic chemical equilibrium in terms of quantities of reactants and products. This is a critical concept! 14. Why is water considered a polar molecule? 15. For each of the below listed properties of water – briefly define the property and then explain how water’s polar nature and polar covalent bonds contribute to the water special property. Cohesion Adhesion Surface tension High specific heat Heat of vaporization Evaporative cooling 16. What is special about water and density? 17. Explain how these properties of water are related to the phenomena described in the statements below. More than one property may be used to explain a given phenomenon. a. During the winter, air temperatures in the northern United States can remain below 0°C for months; however, the fish and other animals living in the lakes survive. b. Many substances—for example, salt (NaCl) and sucrose—dissolve quickly in water. c. When you pour water into a 25-ml graduated cylinder, a meniscus forms at the top of the water column. d. Sweating and the evaporation of sweat from the body surface help reduce a human’s body temperature. e. Water drops that fall on a surface tend to form rounded drops or beads. f. Water drops that fall on your car tend to bead or round up more after you polish (or wax) the car than before you polished it. g. If you touch the edge of a paper towel to a drop of colored water, the water will move up into (or be absorbed by) the towel. a. 18. Define the following terms: Solute b. Solvent c. Aqueous solution d. Hydrophilic e. Hydrophobic 4 hlr 2014-15 f. Molarity 19. Define the following: Concentration – Concentrated – Dilute – Molarity – Example Problems 1. What is the molarity of a solution formed by mixing 10.0 g of H2SO4 with enough water to make 0.100 L of solution? 2. To prepare 10.5 L of a 2.50 M solution of KOH, how many grams of potassium hydroxide must be used? 3. How many moles of LiBr must be added to .650 L of water to make a 2.0 M solution? 4. What is the molarity of the solution produced when 145 g of NaCl is dissolved in sufficient water to prepare 2.75 L of solution? 5. How many grams of KCl are needed to prepare 0.750 L of a 1.50 M solution? 6. What is the molarity of the solution produced when .594 mol of HCl is dissolved in 0.385 L of water? 7. To produce 3.00 L of a 1.90 M solution of sodium hydroxide, how many grams of NaOH must be dissolved? 8. If 8.77 g of KI are dissolved in enough water to make 4.75 L of solution, what is the molarity of the solution? 5 hlr 2014-15 20. Label the diagram below to demonstrate the dissociation of the water molecule and then relate this diagram to the term pH. a. 21. What defines an acid and a base? 22. Why are small changes in pH so important in biology? 23. What is a buffer? Give an example on how they would work in a living organism. 24. What is acid precipitation and why is it important to living organisms? 25. Why is organic chemistry so important in the study of biology? 26. What is special about carbon that makes it the central atom in the chemistry of life? 27. Describe and contrast the three types of isomers. Draw a sketch of each Structural – b. Geometric – c. Enantiomers – a. b. c. d. e. f. 28. Be familiar with each of the following functional groups – know it’s chemical compound and the functional properties Hydroxyl Carbonyl Carboxyl Amino Sulfhydryl Phosphate Online chemistry review If you are having trouble with bonding after reading your text try looking at this animation: http://bcs.whfreeman.com/thelifewire/content/chp02/02020.html Go to the following website: http://phet.colorado.edu/en/simulation/molecule-polarity and click on Run Now! After the window loads, you should see a blue screen with two atoms A and B. They are connected together by a covalent bond. 6 hlr 2014-15 On the right hand side of the screen, there will be a box that says “Surface.” Click the check box that says “Electron Density.” Two grayish spheres should show up with a key showing electron density at the bottom. 1) What happens to the electron distribution when atom A has low or “less” electronegativity and atom B has high or “more” electronegativity? 2) Set the electronegativity of the two atoms equal. What happened to the electron density? 3) Go back to the electronegativity values in question one. Under the View table there is a check box that says partial charges. Click that. What shows up are the symbols for partial positive and partial negative. Why are they where they are? What happens to those symbols as you make the electronegativity values of each atom the same? Why? 4) Given what you have observed define (in your own words without looking it up) electronegativity. Now click on the tab at the top of the screen that says “Three Atoms.” Under check all three boxes. Don’t worry about changing the electronegativity values yet. 5) There are two black arrows (indicating something called “bond dipoles”) and a single yellow arrow (indicating something called the “molecular dipole”). What do you think dipoles represent? What do you suppose the difference is between a bond dipole and a molecular dipole (remember don’t look it up)? 6) Now change the electronegativity of Atom B. What happens to the magnitude of the both dipoles? To the partial charges? Why? 7) Hover over atom A. Click on it and move it so it is in-line with atom B. Do the same for atom C. You should end up with a straight line of atoms. What happened to the both types of dipoles? 8) Given what you have seen and thought about so far, what influences molecular polarity? Make a list and for each thing try to explain how it influences molecular polarity? Now click on the tab that says “Real Molecules.” There are a number of molecules that we will continually refer to in biology. Out of that list oxygen, carbon dioxide and water. 9) Click on each three and look at them. Which have bond dipoles? Which have molecular dipoles? Which do you think are polar/nonpolar? Why are they polar/nonpolar? 10) If I had two water molecules near each other do you think they would interact? Would there be any intermolecular forces? If yes why? Draw what this interaction may look like. 7 hlr 2014-15 Summer Assignment #4 – Textbook Chapter Exploration Part I Take detailed notes as you read, and respond to the following prompts on specific topics within the chapters. The assignments in the chapters are not meant to be inclusive of all of the major topics that we will discuss in class this year. The assignments will give you an overview of the field of biology. 1. Ch. 6 – Describe the similarities and differences between prokaryotic and eukaryotic cells. Then, select 3 eukaryotic cell organelles that intrigue you the most. For each one, draw and explain the function of this organelle and tell what you find most interesting about it. 2. Ch. 7 – Describe the differences between passive and active transport. For each of these types of cell transport, describe several different examples. 3. Ch. 8 – What is metabolism? Describe how ATP and enzymes are related to metabolism. 4. Ch. 9 – In your own words, describe the major purpose of cellular respiration. Also, find a website that describes a lab activity that could be used to study the rate of cellular respiration. Select a site and an activity that is something that you understand and that would be appropriate for high school or younger students. Briefly describe the activity and be sure to include the website address in your answer. 5. Ch. 10 – Describe the importance of photosynthesis to life on earth. 6. Ch. 11 – Create a simple flowchart that describes the three stages of cell signaling. 7. Ch. 12 – Find and view a website that animates or illustrates the steps of a normal eukaryotic cell cycle. Then, describe how cancer and the cell cycle are related. If you can find a website that illustrates cancer formation, explore and include this, too! 8. Ch. 13 –Compare and contrast sexual and asexual reproduction and list the advantages and disadvantages of each type of reproduction. Also, describe the most significant differences between mitosis and meiosis. 9 . Ch. 14 – Look through chapter 14 (and/or any other resources related to Mendelian genetics) and use the information to answer the following questions: a. In Goozels (mythical creatures), wheel-shaped legs are dominant to stick- shaped legs. Two heterozygous wheel-legged Goozels mate and have 12 little Goozels. How many (if any) of these offspring should have stick-legs? Select appropriate symbols and show your work. b. What do you think will be the most interesting topic to study in this chapter? Explain. . 10. Ch. 15 – describe a chromosome. Then describe a genetic condition (such as Down Syndrome) that can result when chromosomes don’t separate correctly during meiosis. 11. Ch. 16 – a. What is the role of DNA in living things? b. Describe the structure and parts of a DNA molecule. c. Briefly, describe how DNA replicates. Use illustrations. 12. Ch. 17 – a. Describe the relationship between genes and proteins. B. Compare and contrast the structures and functions of DNA and RNA. 8 hlr 2014-15 13. Ch. 18 – Compare and contrast viruses and bacteria. Describe some diseases caused by each type of microbe. Are viruses living things? Explain your answer. 14. Ch. 20 – This chapter describes a number of research techniques that are used to study genetics and DNA. Describe ONE of these techniques and describe what types of things we can learn from using this technique. Find, visit, and list a website that describes or simulates the technique that you chose. 15. Ch. 21 – Describe how mammals can be cloned. Humans are mammals but, so far, no humans have been successfully cloned. Do you think we should try to clone humans? Defend your position. 16. Ch. 22 – This is the introductory chapter for the evolution unit. Look through the topics covered in this chapter and describe the ones that you think will be most interesting to study. Explain your choices. 17. Ch. 23 – why are populations considered to be the smallest unit of evolution? Explain the roles of mutation and sexual recombination in the process of evolution. 18. Ch. 24 – a. Discuss the biological species concept. b. Reproductive isolation is one of the major processes that keeps species separate from each other. Distinguish between pre-zygotic and postzygotic barriers that contribute to reproductive isolation and provide an example of each. 19. Ch. 50-55 – Ecology is the study of interactions between organisms and the environment. These interactions are critical to keeping us alive. Look through each chapter and list the single concept within each chapter that you think is the most important concept in the chapter (for each chapter, write the concept and the concept number). Part II – Big Ideas in Biology You have just finished looking through your entire textbook. For each of the big ideas listed below, think about what they mean, and then look through your textbook to find chapters that you think are related to the big ideas. Under each big idea, list each chapter that you think contains topics that exemplify that big idea. You may find that a chapter goes with more than one big idea. Reading chapter 1 will give you a good feel for some of these topics. Big Idea 1: The diversity and unity of life can be explained by the process of evolution. Big Idea 2: Biological systems use energy and molecular building blocks to grow, reproduce, and maintain homeostasis (regulation). Big Idea 3: Living systems store, retrieve, transmit, and respond to information critical to life processes. Big Idea 4: Biological systems interact, and these interactions possess complex properties. 9 hlr 2014-15 Summer Assignment #5 – Biology Prefixes and Suffixes Because vocabulary in this course can be a stumbling block, you need to take some time to review the scientific Latin/Greek roots that form many of our scientific terms. It will make life in AP Biology much easier if you KNOW these roots. The main reason students find it difficult to understand science is because of all the hard to write, spell and read words. Actually, scientific vocabulary is a mix of small words that are linked together to have different meanings. If you learn the meanings of the little words, you'll find scientific vocabulary much easier to understand. Find the meaning to the following Greek/Latin root words. Word Meaning Word a / an hemo meso hyper leuco hypo aero intra anti -itis amphi lateral aqua / hydro -logy arthro -lysis auto -meter bi / di mono bio morph cephal micro chloro macro chromo multi / poly cide pod cyto -phobia derm -philia haplo proto ecto (exo) photo endo psuedo epi synthesis gastro sub genesis troph herba therm hetero tri 10 Meaning hlr 2014-15 homo zoo, zoa ov -tropism kary -taxis neuro -stasis soma zyg / zygous saccharo phago primi / archea path / pathy phyll sym / syn Once you have completed the above table, use it to develop a definition, in your own words, for each of the following terms. 1. Hydrology __________________________________________________________________ 2. Cytolysis _________________________________________________________________ 3. Protozoa___________________________________________________________________ 4. Epidermis __________________________________________________________________ 5. Spermatogenesis ___________________________________________________________ 6. exoskeleton________________________________________________________________ 7. Abiotic ____________________________________________________________________ 8. Pathogen _________________________________________________________________ 9. psuedopod ________________________________________________________________ 10. Hemophilia _______________________________________________________________ 11. Endocystosis ______________________________________________________________ 12. herbicide ________________________________________________________________ 13. Anaerobic ________________________________________________________________ 14. Bilateral __________________________________________________________________ 15. autotroph _______________________________________________________________ 16. Monosaccharide __________________________________________________________ 17. Arthropod ________________________________________________________________ 18. polymorphic ______________________________________________________________ 19. Hypothermia ______________________________________________________________ 20. Biogenesis ________________________________________________________________ 11 hlr 2014-15
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